Curriculum Development: Synchronizing Blended Learning and Game-Based Physical Activity to Accelerate English Vocabulary Acquisition in Early Childhood

Abstract

This study aims to identify and analyze the synchronization between blended learning and game-based physical activities in accelerating English vocabulary acquisition among early childhood learners. The study employed a qualitative descriptive approach to explore innovative learning models, interactive teaching methods, and instructional materials that are appropriate for children's developmental needs. The participants of this study consisted of teachers and learners at the Blinkids.id playgroup, located in Sukarami Village, Bengkulu City. Data were collected through source triangulation, including classroom observations, in-depth interviews with teachers, and documentation analysis of the curriculum and the Daily Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran Harian/RPPH). The findings indicate that the integration of digital platforms with game-based physical activities creates an adaptive and responsive learning environment that meets the demands of contemporary education. This strategy focuses not only on the acquisition of basic language structures but also on enhancing learners' active participation and learning motivation through the use of authentic materials relevant to children's everyday experiences. The analysis further reveals that collaborative methods and problem-based learning embedded in game-based activities are effective in addressing the limited technical vocabulary of beginning learners, particularly children aged three to five years. The study recommends the development of a curriculum that combines the strengths of face-to-face instruction and digital technology to foster practical communicative competence from an early age.